Dual-Focus Vocabulary Instruction For
Word Finding, Meanings and Retrieval
Strategies
Diane J. German
Professor
National-Louis University
Chicago, IL
www.wordfinding.com
RETRIEVAL STRATEGY
INSTRUCTION
IN THE CLASSROOM
Designed to teach students WF
strategies to facilitate retrieval of
vocabulary in cooperative groups, on
exams, and in written language
assignments.
Requires A Paradigm
Shift
Embrace a Dual Focus
Approach to Vocabulary
Instruction!
Vocabulary Learning
Requires both:
1. Good Storage Strength for Target Words
and
2. Good Retrieval Strength for Target Words
Source: Bjork, R., & Bjork, L. (1992).
STORAGE STRENGTH
The storage strength of a
particular word refers to the
extent and depth of knowledge
stored for that word - its
conceptual structure and semantic
network.
Memory Model
Retrieval
Strength
Retrieval
Strength
Register
Auditory
Or Visual
Input
Working
Memory
Storage
Strengt
h
Long Term
Memory
Storage
Strength
STORAGE PROBLEMS CAUSING
DIFFICULTIES IN VOCABULARY
USAGE
A failure to have learned and stored the
conceptual structure and semantic network
associated with the vocabulary under study:
• Its category and category members,
• Its multiple meanings, and
• Its synonyms.
RETRIEVAL STRENGTH
Retrieval Strength refers to how
reliably, consistently and efficiently
an item can be accessed from
memory on a given occasion.
RETRIEVAL STRENGTH
The retrieval strength of a particular
word refers to the ease with which
this knowledge can be retrieved for
spontaneous speech.
RETRIEVAL PROBLEMS CAUSING
DIFFICULTIES IN VOCABULARY USAGE
An inability to retrieve a word’s meaning or
phonological form on demand in oral
language tasks, oral reading tasks, or
written language tasks.
PARADIGM SHIFT EMBED
RETRIEVAL STRATEGIES INTO
VOCABULARY
INSTRUCTION
DUAL FOCUS VOCABULARY
INSTRUCTION
Teach Vocabulary with a Dual
Focus:
– Instruction on Vocabulary
Meanings (Storage Strength)
– Instruction on Vocabulary
Retrieval (Retrieval Strength)
DUAL FOCUS VOCABULARY
INSTRUCTION
Explain to students that they need to
learn both the meanings of words
(storage strength) and to become
fluent and automatic (retrieval
strength) in their retrieval of these
words.
First Instruction on Vocabulary
Meanings (Storage Strength)
Goal:
Enhance the Storage Strength of Vocabulary by
building semantic networks for words.
1)
Present and Teach Vocabulary Meanings
Organized Within a Taxonomy
Word Sort - students are asked to sort
words into categories.
Instruction on Vocabulary
Meanings (Storage Strength)
2) Semantic Mapping - create graphic flow
charts and semantic maps for vocabulary
from both text readings and personal
experience. Use software like Inspiration - 8.
Instruction on Vocabulary
Meanings (Storage Strength)
3) Electronic Dictionaries. Look up definitions
using word processing dictionaries or
dictionaries on line.
Dictionary at: http://www.yourdictionary.com
Identify Multiple Meanings
Instruction on Vocabulary
Meanings (Storage Strength)
4. Electronic Thesaurus. Identify
Synonyms for target words.
All of the above activities focus on
building storage strength for vocabulary.
SECOND RETRIEVAL STRENGTH
But no one teaches it, just tests it!
For example, tell me or write an
essay describing the cities and
countries we studied in the middle
east conflict
Dual Focus Vocabulary Instruction
If a student is going to be automatic
and fluent with his or her school
vocabulary we need to also Enhance
the Retrieval Strength of Vocabulary
in which the student has good
Storage Strength.
Enhance Retrieval Strength
Anchor Vocabulary Using
Retrieval Strategies
A. Match Strategies to
Learner’s Error Patterns
B. Match Vocabulary to
Learner’s Error Patterns
POOR RETRIEVAL
STRENGTH
• Three Errors In Retrieval When Retrieval
Strength is Poor:
Error Pattern 1, Lemma Related Semantic Error
(Commonly known as a Slip of the Tongue)
Error Pattern 2, Word Form Blocked Error
(Commonly known as a Tip of the Tongue)
Error Pattern 3, Word Form Phonologic Error
(Commonly known as a Twist of the Tongue)
Enhance Retrieval Strength
For Learners with Error Pattern 2,
Form Related Blocked Errors (Tip
of the Tongue Errors)
Not able to Find the Form of the
Word
Recommend
Mnemonic W F Strategies
Associate Cueing
A. SAME-SOUNDS CUE
B. FAMILIAR-WORD CUE
Recommended Retrieval Strategies
A. Association Strategy - Same-Sounds Cue
To aid future retrieval of a vocabulary word’s
form, the student is taught to associate or
link an intermediate word that sounds like the
target vocabulary, the stress syllable, or the
most evasive syllable (car for cardinal).
Association Strategy - Same-Sounds Cue
Intermediate or linking words are
phonological neighbors of target words.
Phonological Neighbors - (daffy)
daffodil; (cell (phone)) celery
Go to: http://www.rhymezone.com for same
sounds cues
Association Strategy - Same-Sounds Cue
Phonological Neighbors are words that are not
related in meaning, but are related in sound to
the target word or evasive syllable; they sound
similar to the target word (fan, dan, can).
The same-sounds cue uses the phonological
neighbors of the target word to cue the
target word.
Phonological Neighbors - (daffy) daffodil
Homonyms - (gym) Jim
Work Sheet, WFIP-2 Syllable-Dividing
and Same-Sounds Cue Study Form
1.______________________________( Ta rget Word)
2
(Syllable Dividing)
3.
(Think Same-sounds or Familiar Word Cues)
4. Rehearse Target Word as a Unit
5. ________________________________________
( Rehe arse Target Word in a Sentence)
Source: German, D. J. (2005) Word Finding Intervention Program, Second Edition (WFIP-2)
Fort Knox Ta
1.______________________________(
rget Word )
2
Fort Knox
(Syllable Dividing)
3.
Knock, Knock
(Think Same-sounds or Familiar Wo rd Cu es)
4. Rehea rse Target Word as a Un it
Fort Knox, Fort Knox,
Fort Knox
We are studying Fort Knox in school.
5. ________________________________________
( Rehe arse Target Word in a Sentence )
Source: Adapted from German, D. J. (2005) Word Finding Intervention Program, Second Edition (WFIP-2)
1.___cirrus____________________
( Target Word)
cir
rus
(Syllable Dividing)
3.
circus
(Think Same-sounds or Familiar Word Cues)
4. Rehearse Target Word as a Unit
cirrus , cirrus , cirrus
5. Cirrus clouds are white wispy clouds.
______________________________________
( Rehearse Target Word in a Sentence)
Source: Adapted from German, D. J. (2005) Word Finding Intervention Program, Second Edition (WFIP-2)
WFIP-2 Syllable-Dividing and Same-Sounds
Syllable Cue Study Form
1.___ tam bourin e____________________
( T arge t Wo rd)
2
T am
bour
ine
(Sy llab le D ividing)
3.
tan
bu rrr r
(Th ink Sam e-sounds or
4. R ehea rse Ta rge t Wo rd a s a Un it
Famil iar Wo rd Cu es)
tam bourin e, tam bourin e, tam bourin e
5. Ta m bo urin e ma kes mu sic. ________________________________________
( Rehe arse T arge t W ord in a S en tence )
Source: Adapted from German, D. J. (2005) Word Finding Intervention Program, Second Edition (WFIP-2)
ERROR PATTERN 3, Word Form and Segment
Related Error
(TWIST OF THE TONGUE)
Retrieves only part of the word’s form.
Produces Phonological Substitutions
binoclears
Aminal
theromiter
THREE-PRONGED APPROACH TO AID RETRIEVAL
Of THE PHONOLOGICAL FORM
OF MULTISYLLABIC WORDS
Students are taught to use metalinguistic
reinforcement and same-sound syllable
cues to aid retrieval of target word
syllables (German, 2001)
THREE-PRONGED APPROACH TO TREAT WORDS
Rhythm and Visual Syllable Dividing
Students are taught to segment
target words to aid retrieval of the
syllabic (metrical) frame and
phonological content of multisyllabic
words.
mammal
1.______________________________( Ta rget Word)
2
mam mal
mam
(Syllable Dividing)
3.
(Think Same-sounds or Familiar Word Cues)
4. Rehearse Target Word as a Unit
5. ________________________________________
( Rehe arse Target Word in a Sentence)
Source: Adapted from German, D. J. (2005) Word Finding Intervention Program, Second Edition (WFIP-2)
THREE-PRONGED APPROACH
B. Same-Sounds Syllable Cue. Students
are taught to link a word that is a
phonological neighbor or homonym of
the evasive syllable(s) to aid future
retrieval of that form (link mom/ thermo-me-ter).
For Same Sounds Cues Go To:
http://www.rhymezone.com
1.___th ermometer__________________
2
ther
( Targ et Wo rd)
WFIP-2 Syllable-Dividing and SameCue Study Form
mom
e Sounds
ter
(Sy llab le D ividing)
3.
m om it
(Th ink Same-sounds or Famil iar Wo rd Cu es)
4. R ehea rse Ta rge t Wo rd a s a Un it
5. ____________________________________
( Rehe arse Targe t W ord in a S en tence )
Source: Adapted from German, D. J. (2005) Word Finding Intervention Program, Second Edition (WFIP-2)
THREE-PRONGED APPROACH
Rehearsal Activities.
Students are taught to rehearse
the target word as a unit in isolation
and in sentences.
USE TECHNOLOGY To Aid Twist of the
Tongue Errors
1. The free dictionary on line provides
auditory pronunciation guide and
divides in to syllables,
www.thefreedictionary.com.
2.
American Heritage Talking Dictionary
(orally reads all words that are looked
up)
3. Dictionary http://www.yourdictionary.com
USE TECHNOLOGY
TO HELP WITH SYLLABLE DIVIDING
• The Quicktionary Reading Pen
(www.wizcomtech.com)
• The pen reads the word it has scanned,
divides it into syllables as well as
provides its definition from the American
Heritage Dictionary.
Dual Focus Vocabulary Instruction
B. Association Strategy: Familiar-Word
Cue
Here the student is taught to link a word that
frequently co occurs with the target word or
syllable to aid future retrieval of that form (blue
jeans for blue, ba,ba, black sheep for black,
valley girl for valley)
Target Word is Blue
Blu
e
1 .______________________________( Ta
rge t Word )
2
Blu
e
(Sy ll ab le D iv id ing)
3.
Blue Jean
(Th ink S a m e -s ounds or
4 . R e hea rse Ta rge t Wo rd a s a Un it
This color is
blue.
F a mil ia r Wo rd Cu e s)
blue, blue, blue
5 . ________________________________________
( Rehe a rs e T a rge t W ord in a S en tence )
Source: Adapted from German, D. J. (2005) Word Finding Intervention Program, Second Edition (WFIP-2)
Familiar Word
Cues
Vocabulary
Linking Word
knapsack
Familiar Word
Cue
"on my back"
Red
Yellow
Red Light
Yellow bird
blue
green
Blue jean
Green bean
1. __ bat_____________________ ( Target Wo rd)
2
bat
(Syllable Dividing)
3.
batman
(Think Same-sounds or Familiar Wo rd Cu es)
4. Rehearse Target Word as a Un it
bat, bat, ba t
5. I hit the baseball with the b at.
______________________________________
( Rehe arse Target Word in a Sentence )
Source: Adapted from German, D. J. (2005) Word Finding Intervention Program, Second Edition (WFIP-2)
2
cu
mu
lus
(Syllable Dividing)
3.
Cumulate junk
(Think Same-sounds orFamiliar Word Cues)
4. Rehearse Target Word as a Unit
cumulus, cumulus, cumulus
5. Cumulus clouds are fluffy on top and flat on the bottom..
______________________________________
( Rehearse Target Word in a Sentence)
Source: Adapted from German, D. J. (2005) Word Finding Intervention Program, Second Edition (WFIP-2)
B. Match Vocabulary to Learner’s
Error Patterns
Consider Phonological Lexical
Factors of Target Words
Organization of
Phonological Lexicon
Defined by Phonological Lexical Factors
•
•
•
•
Word length
Phonological Probability
Target Word Frequency
Phonological Neighborhood
Consider Phonological Lexical
Factors of Target Words
• Word Length:
– How long the word is
• Phonological Probability
– How frequent is the phonological
sequence
Consider Phonological Lexical
Factors of Target Words
• Word frequency
– Counts of how often the word occurs in
the language
• Phonological Neighbors to the Target Word
– Refers to words that contains sounds that
are similar to the target word. These
words are stored together in the
phonological lexicon.
Phonological Organization
Neighborhood density
– The number of neighboring words in
the lexicon differing from the target
word by a single phoneme
Phonological Organization
– Ex. hum is located in a dense
neighborhood (many neighbors), as
there are many other words in
English that are similar to it (bum,
dumb, numb, him, and hug, among
others).
– void is located in sparse
neighborhood and has very few
neighbors (voice and avoid).
Research Study
Impact of Lexical factors on Children’s Word-finding Errors
(German & Newman,2004)
Studied
• Word Length
• Phonological Probability
• Word frequency
• Lexical Neighborhood
Findings For Error Patterns
Form Related Blocked Errors (Tip of the Tongue)
• Children are likely to have word form-related
(blocked) errors on words with few neighbors
(Sparse Neighborhoods).
Form and Segment Related Phonologic Errors (Twist of
the Tongue)
• Children are likely to have word form
segment-related (phonologic) errors on words that
are low in frequency and have low-frequency or
uncommon neighbors.
Findings For Error Patterns
Lemma Related Semantic Error (Slip of the Tongue)
• Lexical factors did not contribute to this error type so
the error must be due to something other than the
phonological organization of the lexicon.
• May need to look at more semantic based lexical
factors since the Slip of the Tongue error type refers
to semantic not form based errors.
Practical Implications
Knowing which words are likely to
draw out which type of word-finding
error could guide your selection of
what words in the curriculum need to
be treated, with what strategies, for
which children.
Responsiveness to
Intervention(RTI)
For Learner’s With word-finding
Difficulties
RTI
• It involves assessment of student
response to scientifically based
instruction across education settings for
the purpose of making decisions about
students needs (Graner, Faggella-Luby,
& Fritschmann (2005).
RTI: Learner’s With WF Difficulties
Needs to Focus on:
• Vocabulary Learning
• Word Finding Accommodations
Three Tier Approach
Pull Out
Response
to
Interventi
on
Typical
Instruct
ion
Tier 3
Tier 2
Tier 1
Adapted from Graner, P.S., Faggella-Luby, M. N., & Fritschmann, N. S. (2005).
Tier1
Students with Word-finding Difficulties receive
instruction with the teacher in the general
education classroom while their progress is
assessed.
Three Tier Approach
Tier 3
Tier 2
Typical
Instruct
ion
Tier 1
Adapted from Graner, P.S., Faggella-Luby, M. N., & Fritschmann, N. S. (2005).
Tier 2
Students with word-finding difficulties who struggle
with general education instruction in Tier 1, receive:
– Dual Focus Vocabulary Instruction in the
classroom.
All students are taught both word meanings and
retrieval strategies.
– Receive WF Accommodations Across the
Curriculum
Tier 2
Tier 3
Dual Focus
Vocab.
Instructio
n
Tier 2
Tier 1
WF
Accommodatio
ns
Tier 3
• Students with WF difficulties who do not
succeed in Tier 2 are considered in need of
intensive retrieval strategy instruction with the
SLP in the language room.
• In addition these students continue to receive
WF accommodations in the classroom.
Tier 3
Retrieval
Strategies
Tier 3
Tier 2
Tier 1
WF
Accommodatio
ns
Tier 3
Retrieval Strategy Instruction
A. Use Mnemonic Strategies to Improve
Retrieval in Single Word Contexts
B. Use Mnemonic Strategies to Improve
Retrieval in Discourse Contexts
Thank You!
You Have Been A Great
Audience!
Keep In Touch!
[email protected]
www.wordfinding.com
Thank You!!!
• I just want you all to know how happy it made
me to see so many of you in my audience. I
felt your energy at the podium and was
reminded of how many of us are concerned
about learners with word-finding difficulties.
We are kindred spirits in our efforts to help
these students. Again your presence meant a
great deal to me. Happy Thanksgiving. Best,
Diane German